Curriculum Plan
Social Studies-IN
4th Grade
2019 – 2020
Resource: Studies Weekly
Note: The following is the key for “Teacher Time.”
B – below grade level
O – on grade level
A – above grade level
Week 1
Geography – 4.3.1 Use latitude and longitude to identify physical and human features of Indiana.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Maps | B: Locate basic features on a map or globe (e.g., ocean, land).
O: Identify physical characteristics on a map or globe (e.g., land, water, mountains).
A: Describe different purposes of maps.
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Use a compass rose to describe relative location (i.e., Lake Erie is north of Cleveland).
Understand that the scale on a map helps users determine true distance.
Identify the different features of maps that make them useful for different purposes.
Identify possible uses for maps or models (ie, navigation, weather forecasting).
Locate different features on a map (e.g., land, water, and mountains).
Recognize that a map or model represents a real place.
Engage with different types of maps
Using Ohio and U.S. maps, students challenge each other by identifying a starting city and directions for another student to reach a destination. The student reading the map should end up at the correct destination by using the map scale and the cardinal and intermediate directions provided. Students also can describe the relative location of the end point to the starting point. |
Geography – 4.3.2 Estimate distances between two places on a map when referring to relative locations.
| Resource Books | Resource Websites |
| “Discovering Maps: A Children’s World Atlas” published by Hammond World Atlas Corp.
“Maps and Globes” by Jack Knowlton and Harrier Barton |
http://www.sheppardsoftware.com
|
Week 2
Geography – 4.3.3 Locate Indiana on a map as one of the 50 United States. Identify and describe the location of the state capital, major cities and rivers in Indiana.
Geography – 4.3.4 Map and describe the physical regions of Indiana and identify major natural resources and crop regions.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
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state capital, major cities, regions and rivers in Indiana
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| Resource Books | Resource Websites |
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Week 3
Geography – 4.3.5 Explain how glaciers shaped Indiana’s landscape and environment.
Geography – 4.3.6 Describe Indiana’s landforms (lithosphere), water features (hydrosphere), and plants and animals (biosphere).
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Glaciers. lithosphere,
hydrosphere, biosphere |
B:
O:
A:
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| Resource Books | Resource Websites |
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Week 4
Geography – 4.3.7 Explain the effect of the Earth/sun relationship on the climate of Indiana.
Geography – 4.3.8 Identify the challenges in the physical landscape of Indiana to early settlers and modern day economic development.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Modification of the environment | B: Match a tool used to modify the environment that resulted in a positive change (e.g., bulldozer moves dirt to build a park). And recognize diversity
in populations (e.g., ethnicity, race, religion, language).
O: Identify the results (negative and/or positive) of using tools to modify the environment (e.g., buildings, parking lots, water pipes, railroads, roads, bridges). And describe one way that Ohio’s population has become more diverse over time.
A: Describe the positive and negative consequences of modifying the environment in Ohio. And recognize that cultural diversity includes the different ways cultures represent themselves through food, music, art and language. |
Construct a table or chart identifying various ways in which people have modified the environment of Ohio and the U.S. The charts could include positive and negative consequences associated with each modification.
Understand that the consequences of modifying the environment may be positive for some and negative for others.
Match the consequences – both positive and negative to a given modification (e.g., roads provide faster transportation but destroy animal habitats)
Recognize that modifications to the environment are physical changes to the environment created or caused by human actions.
Engage with representations of people modifying the environment using tools (i.e., shoveling, paving, bulldozing).
Understand that as the population in Ohio and United States increased, so did the number of cultural groups living in the state and country.
Understand that people migrating to Ohio brought unique cultures increasing cultural diversity in the state.
Recognize that cultural diversity includes the different ways cultures represent themselves through food, music, art and language.
Define diversity as the existence of different characteristics within a group.
Use adaptive technologies to engage with examples of multiple languages spoken in Ohio.
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| Resource Books | Resource Websites |
| “All Around Ohio: Regions and Resources” by Marcia Schonberg “Glaciers” by Roy A. Gallant “State Shapes: Ohio” by Erin McHugh and Alfred Schrier “Under Ohio: The Story of Ohio’s Rocks and Fossils” by Charles Ferguson Barker “First People” by David C. King
“Wild Turkey, Tame Turkey” by Dorothy Hinshaw Patent and William Munoz
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http://www.census.gov/topics/population.html
http://memory.loc.gov/ammem/index.html
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Week 5
Geography – 4.3.10 Identify immigration patterns and describe the impact diverse ethnic and cultural groups has had and has on Indiana.
Geography – 4.3.11 Examine Indiana’s international relationships with states and regions in other parts of the world.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Ethnic and cultural groups |
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| Resource Books | Resource Websites |
Week 6
Geography – 4.3.9 Explain the importance of major transportation routes, including rivers, in the exploration, settlement and growth of Indiana and in the state’s location as a crossroad of America.
| Mini Lesson Topic | Teacher Time | Learning Stations Ideas | Wrap Up |
| Transportation | B: Identify modes of transportation in Ohio over time.
O: Identify different types of transportation that move people and products from Ohio to other locations within the United States A: Explain how Ohio’s transportation systems have influenced the movement of people.
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Place images of modes of transportation in chronological order on a timeline.
Using a map of the United States, locate Ohio as being in a central location with access to waterways (e.g., lakes, rivers, canals), interstate highways and rail systems.
Identify the states bordering Ohio.
Engage with transportation maps of Ohio and the United States
Students create a travel brochure promoting various transportation systems in Ohio. Sections of the brochure can focus on early roads, canals, railroads, highways and air travel. The brochure includes an illustration and information about each transportation system, such as how people use it, when it was first used and if it is still in use today.
Students write an essay describing how transportation systems in Ohio continue to influence the movement of people, products and ideas in the United States, and the significance of Ohio’s location in the U.S. |
| Resource Books | Resource Websites |
| “Hear that Train Whistle Blow! How the Railroad Changed the World” by Milton Meltzer
“The Railroad (Inventions That Shaped the World)” by John R. Matthews
“Silver Ribbon Skinny: The Towpath Adventures of Skinny Nye, a Muleskinner on the Ohio and Erie Canal, 1884” by Marilyn Sequin
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http://canals.org/learn/historic-canal-photo-timeline/
http://www.nps.gov/whmi/forteachers/upload/Section%2014%20Guide%20Appendix.pdf
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Week 7
History – 4.1.1 Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans.
History – 4.1.2 Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| early cultures and Native American Indian groups | B:
O:
A:
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| Resource Books | Resource Links | ||
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
Week 8
History – 4.1.3 Explain the importance of the Revolutionary War and other key events and people that influenced the development of Indiana as a state.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Revolutionary War and Indiana
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B:
O:
A:
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| Resource Books | Resource Links |
Week 9
History – 4.1.4 Summarize and explain the significance of key documents in Indiana’s development from a United States territory to statehood.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| territory to statehood | B:
O:
A:
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| Resource Books | Resource Links |
Week 10
History – 4.1.5 Identify and explain the causes of the removal of Native American Indian groups in the state and their resettlement during the 1830s
History – 4.1.6 Explain how key individuals and events influenced the early growth and development of Indiana.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| causes of the removal of Native American Indian groups | B:
O:
A:
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| Resource Books | Resource Links |
Week 11
History – 4.1.7 Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| conflicts leading to the Civil War | B:
O:
A:
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| Resource Books | Resource Links |
Week 12
History – 4.1.8 Summarize the impact of Abraham Lincoln’s presidency on Indiana and describe the participation of Indiana citizens in the Civil War.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| impact of Abraham Lincoln’s presidency on Indiana | B:
O:
A:
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| Resource Books | Resource Links |
Week 13
History – 4.1.9 Give examples of Indiana’s increasing agricultural, industrial, political and business development in the nineteenth century.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Agriculture, industry and natural resources in Ohio.
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B: Identify natural resources in Ohio (e.g., soil, water, coal, oil).
O: Sort items from Ohio into groups (e.g., agriculture, industry, natural resources).
A: Describe how one natural resource from Ohio benefits other states |
Define industry as the process of converting raw materials into consumer products.
Define agriculture as the process of growing crops and raising livestock for profit.
Recognize land, trees, minerals and water as some of Ohio’s natural resources.
Using a map of the United States, locate Ohio as being in a central location with access to waterways (e.g., Lake Erie, Ohio River).
Engage with images of Ohio agriculture, industry and nature
Which of Ohio’s industries do you think would be the most fun to be involved in? Use details from this week’s issue of Studies Weekly as part of your response.
Look on the Internet, check the ads in newspapers and ask your parents about the different industries in your area. Write a good paragraph about one of those industries. Tell what is made, where the industry is located and how that industry impacts your life and the lives of others in your community
Imagine that you are involved in one of Ohio’s industries. Write a journal entry describing what you think a typical day of work might be like. Use facts and details from this week’s issue of Studies Weekly to help you write the entry.
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| Resource Books | Resource Links |
| “America at Work: Mining” by Jane Drake and Ann Love
“Andrew Carnegie: And the Steel Industry” by Lewis K. Parker
“Food and Agriculture: How We Use the Land” by Louise Spilsbury
“Steel Town” by Jonah Winter
“State Shapes: Ohio” by Erin McHugh
“Conservation and Natural Resources” by Jacqueline A. Ball
|
http://egsc.usgs.gov/isb/pubs/teachers-packets/mapshow/
http://www.ksre.ksu.edu/feldday/kids/
http://www.youtube.com/watch?v=EHOkrOp7Xl
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Week 14
History – 4.1.10 Describe the participation of Indiana citizens in World War I and World War II.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| World War I and World War II. | B:
O:
A:
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| Resource Books | Resource Links |
Week 15
History – 4.1.11 Identify and describe important events and movements that changed life in Indiana in the early twentieth century.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| early twentieth century.
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B:
O:
A:
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| Resource Books | Resource Links |
Week 16
History – 4.1.1 Describe the transformation of Indiana through immigration and through developments in agriculture, industry and transportation.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| agriculture, industry and transportation.
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B:
O:
A:
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| Resource Books | Resource Links |
Week 17
History – 4.1.13 Identify and describe important events and movements that changed life in Indiana from the mid- twentieth century to the present.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| mid- twentieth century to the present.
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B:
O:
A:
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| Resource Books | Resource Links |
Week 18
History – 4.1.14 Research Indiana’s modern growth emphasizing manufacturing, new technologies, transportation and global connections.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| technologies, transportation and global connections.
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B:
O:
A:
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| Resource Books | Resource Links |
Week 19
History – 4.1.15 Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Timelines
Teacher posts a timeline that can remain in the classroom all year long. As people and events are studied, students add information, such as images, primary sources, annotations and other resources to the timeline. |
B: Identify on a timeline one activity/event that occurred before or after another given activity/event.
O: Identify three events and the order they occurred in using a timeline.
A: Using a timeline showing years, sequence a series of events in Ohio history
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Discuss how events happen in order using a classroom schedule or daily routine (using terms like first, next, last).
Engage with representations of a person/character at three different ages (i.e., child, teenager, adult).
Construct timelines ordering significant events in Ohio and United States history. The timelines could be based on themes like transportation, industrialization, etc.
Think about the following jobs: astronomers, authors or travel agents. Which one of these jobs do you think would find timelines to be the most helpful? Explain why you chose the job you did.
Pretend you have just met someone who has never seen or used a timeline before. Explain to them what a timeline is and how timelines can be used. Remember to use proper spelling and grammar in your response. |
| Resource Books | Resource Links |
| “Illustrated Timeline of U.S. States” (Visual Timelines in History) by Patricia Louise Wooster
“Illustrated Timeline of Space Exploration” (Visual Timelines in History) by Patricia Louise Wooster
“Under Ohio: The Story of Ohio’s Rocks and Fossils” by Charles Ferguson Barker
“An Illustrated Timeline of U.S. Presidents” (Visual Timelines in History) by Mary Englar
|
http://teachinghistory.org
http://www.loc.gov/teachers/usingprimarysources/guides.html
http://www.history-timelines.org.uk/american-timelines/index.htm
http://www.infoplease.com/ipa/A0902416.html
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Week 20
History – 4.1.16 Identify different opinions in historical documents and other information resources and identify the central question each narrative address.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| information resources | B:
O:
A:
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| Resource Books | Resource Links |
Week 21
History – 4.1.17 Construct a brief narrative about an event in Indiana history using primary and secondary sources.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Primary and secondary sources can be used to create historical narratives | B: Use personal objects, pictures or drawings of self at different ages to communicate a life story.
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Understand that biographers and historians use both primary and secondary sources.
Identify a source of information as a primary or secondary source.
Identify features of secondary sources (written after the event, author summarizing events, author not present at event, refer to source information, describe primary sources).
Identify features of primary sources (author’s perspective using “I”, “we”; created at the time of the event; eyewitness account).
Engage with primary sources such as photographs, diary entries, or letters.
Engage with a biographical story of a historical figure from Ohio or US history.
Engage with representations of a person/character at three different ages (i.e., child, teenager, adult).
Create historical narratives within the history strand content.
Students use electronic or print resources to research the physical and economic characteristics of the northern, southern and western regions of the United States in the early 1800s. Students search for information on manufacturing, the physical environment, economic development, etc. Students organize the information to complete a regional summary in the form of a chart or narrative for each region. Students can learn about the each of the regions by participating in a gallery walk.
Write their own personal history. Students research, organize and evaluate personal photos, documents and other primary and secondary sources to tell their story. Students can use various media to share their stories (e.g., graphic software, poster display, word processor, presentation tools). This same process can be applied to reconstruct historical narratives of events in Ohio and U.S. History. |
| Resource Books | Resource Links |
| “Bar Graphs (Making Graphs)” by Vijaya Khisty Bodach
7 “Giraffe Graphs” by Melissa Stewart
“How to Write a Great Research Paper” by Book Builders and Beverly Chin
“Primary and Secondary Sources (Checkerboard Science Library Straight to the Source)” by John Hamilton |
http://teachinghistory.org
http://www.ohiohistoryday.org.
http://www.loc.gov/teachers/usingprimarysources/guides.html
http://serc.carleton.edu/introgeo/gallerywalk/how.html
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Week 22
Review and Assessment
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Through the use of class games, review the history and geography units. | |||
| Assessment of history and geography units. | |||
Week 23
Civics and Government – 4.2.1 Explain the major purposes of Indiana’s Constitution as stated in the Preamble.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Indiana’s Constitution |
Civics and Government – 4.2.2 Describe individual rights, such as freedom of speech, freedom of religion and the right to public education, which people have under Article I of Indiana’s Constitution.
| Resource Books | Resource Websites |
Week 24
Civics and Government – 4.2.3 Identify and explain the major responsibilities of the legislative (Article 4), executive (Article 5), and judicial branches (Article 7) of state government as written in the Indiana Constitution.
Civics and Government – 4.2.4 Identify major state offices, the duties and powers associated with them, and how they are chosen, such as by election or appointment.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Branches of government | B: Recognize three branches of government (e.g., executive, legislative, judicial).
O: Describe the function of one of the branches of government (e.g., Congress/legislative makes laws).
A: Compare two branches of government at the state or federal level
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Define the job of executive branch is to carry out and enforce the law.
Define the job of the legislative branch is to create laws.
Define the job of the judicial branch is to interprets the laws.
Match the name of the branch with its function.
Engage with a graphic organizer that shows the three branches as part of the same government
Students work in small groups to research a branch of government in Ohio and the United States. They organize information to complete the appropriate section of a color-coded chart showing the responsibilities of all three branches. As each group presents its information, students complete the corresponding section of the chart. |
| Resource Books | Resource Websites |
Week 25
Civics and Government – 4.2.5 Give examples of how citizens can participate in their state government and explain the right and responsibility of voting.
Civics and Government – 4.2.6 Define and provide examples of civic virtues in a democracy.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Voting and Democracy
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| Resource Books | Resource Websites |
Week 26
Civics and Government – 4.2.7 Use a variety of resources to take a position or recommend a course of action on a public issue relating to Indiana’s past or present.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Public Issues |
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| Resource Books | Resource Websites |
Week 27 and 28
Review and Assessment
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Through the use of class games, review the history, geography and civics & government units. | |||
| Assessment of history, geography and civics & government units. | |||
Week 29
Economics – 4.4.1 Give examples of the kinds of goods and services produced in Indiana in different historical periods.
Economics – 4.4.2 Define productivity and provide examples of how productivity has changed in Indiana during the past 100 years.
Economics – 4.4.4 Explain that prices change as a result of changes in supply and demand for specific products.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Goods & Services and Supply & Demand |
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| Resource Books | Resource Websites |
.
Week 30
Economics – 4.4.3 Explain how both parties can benefit from trade and give examples of how people in Indiana engaged in trade in different time periods.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Trade | B:
O:
A:
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| Resource Books | Resource Websites |
Week 31
Economics – 4.4.5 Describe Indiana’s emerging global connections.
Economics – 4.4.6 List the functions of money and compare and contrast things that have been used as money in the past in Indiana, the United States and the world.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Money | B:
O:
A:
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| Resource Books | Resource Websites |
Week 32
Economics – 4.4.7 Identify entrepreneurs who have influenced Indiana and the local community.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Entrepreneurs | B:
O:
A: |
| Resource Books | Resource Websites |
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Week 33
Economics – 4.4.8 Define profit and describe how profit is an incentive for entrepreneurs.
Economics – 4.4.9 Identify important goods and services provided by state and local governments by giving examples of how state and local tax revenues are used.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Profit and Tax Revenues |
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| Resource Books | Resource Websites |
Week 34
Economics – 4.4.10 Explain how people save, develop a savings plan, and create a budget in order to make a future purchase.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Civic participation in a democratic society | B: Identify an example of civic participation (e.g., voting, jury duty, town-hall meetings, etc.).
O: Identify different ways that groups can make decisions (e.g., have a leader, vote, ask an adult).
A: Identify why people might need to compromise |
List ways citizens can work within groups to influence their government (i.e., sign a petition, protest, speak at events).
Understand that individuals have the right to different opinions and to express their opinions on a topic.
Recognize that citizens can influence their government as individuals or through organized groups.
Define compromise as reaching a decision with others that is mutually agreeable.
Engage in compromise with classmates
Use print or electronic resources to identify a state/national concern or issue and investigate the ways in which citizens can participate in and influence their government. Some things they can do now (letter writing, volunteering, communicating with officials) and some will come later (voting).
Through visual or performing arts (e.g., collages, posters, songs, role play) have students demonstrate an understanding of the individual rights and responsibilities of citizens in a democratic government.
Re-write the First Amendment in their own words or draw pictures explaining the meaning of the First Amendment.
Look into an issue that is on the ballot for their home area in the Fall or Spring elections. Then, have them create a chart showing reasons people are opposed to or in favor of the issue. Students can use the information to take a personal position and defend it. Use a variety of graphs and polls to interpret and analyze data related to a public issue for accuracy and/or bias. |
| Resource Books | Resource Websites |
Week 35, 36 and 37
Review and Assessment
Studies Weekly – Week
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure | |
| Through the use of class games, review the history, geography, civics & government and economics units. | ||||
| Assessment of history, geography, civics & government and economics units. | ||||
